E-Learning @ UniMC & E-Learning @ UniMC & SINC@HESINC@HE

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OLAT LMSOLAT LMS

OLAT Version 6.3 from the University of Zurich was selected as an LMS platform

• open and easy to use with existing facilities/utilities;

• clear mapping of learning path structure based on XML;

• developed for scalability, portability, interoperability;

• open source/architecture for future or specific case oriented extensions.

OLAT LMS Server

OLAT PlatformOLAT Platform

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UniMC LMS system UniMC LMS system structurestructure

Main extras added to the LMS: centralized user provisioning;videoconference service; tracking and monitoring service.

OLAT & AccessibilityOLAT & Accessibility• OLAT is optimized to support accessibility to

visually impaired people

– Access keys for a quick navigation

– Font sizes

– Web 2.a Mode (Accessibility)

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OLAT & AccessibilityOLAT & Accessibility• Access keys for a quick navigation

– By using access keys it is possible to jump to the most important elements within the system.

– Depending on the operating system those access keys are triggered using some key modifiers. For example, press the “ALT” + “Shift” key together with the “r” key to quickly navigate to learning resources (Mozilla Firefox on Windows)

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OLAT & AccessibilityOLAT & Accessibility• Font sizes

In OLAT font sizes are not fixed absolutely:– User can adjust the font size in the browser to his needs. – It is possible also to adjust the standard font size in OLAT in the

User “Settings” Panel.

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OLAT & AccessibilityOLAT & Accessibility• Web 2.a mode

– Web 2.0 AJAX technology (Asynchronous Javascript and XML) not accessible to Visually Impaired

– Web 2.a mode (Braille reader compatibility): in this mode all modified elements are marked in a special way: all advantages of web 2.0 can be used without diminishing its accessibility.

– Every user can activate or deactivate the web 2.a mode. In the "Settings"

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E-Learning as enabling E-Learning as enabling technologytechnology

• E-Learning as flexible and asynchronous learning path

• Enabling impaired students:– Hearing impaired

• Written interaction (forums, chats…)

– Physical disabled / Homebound• Possibility to attend the courses from remote

location

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Asynchronous & SynchronousAsynchronous & Synchronous• Not all activities can be done with

asynchronous approach:– Q&A with teachers / tutors– Seminars– Tests, assessments

• Let’s get synchronous! Videoconferencing

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Videoconferencing Systems Videoconferencing Systems @UniMC@UniMC

• Telepresence solution

• Web Videoconferencing

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TelepresenceTelepresence• Used to connect branches to UniMC headquarters• Used for Didactical Synchronous activities: Degree and Post-

Degree courses

• Advantages– Optimized for dedicated / slow communication lines (ISDN, IP)– Very reliable

• Disadvantages– Need of a dedicated hardware– Expensive– Need of configuration in each endpoint– One to one when on switched lines (ISDN)– Participants must be in fixed locations

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Web Videoconfence: Adobe Acrobat Web Videoconfence: Adobe Acrobat ConnectConnect

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• Used to connect all participants simply through an internet connection without dedicated hardware

• Used into the e-Learning platform for synchronous meetings

• Advantages– Everyone with an internet browser and the Flash Player plugin

can use it– Available for all UniMC undergraduate and post-graduate

students / teachers– No need to be on fixed location, users can be anywhere

• Disadvantages– Need of a Broadband Internet Connection– Quite expensive, with connection limitations due to license

constraints (50 concurrent users in the UniMC installation)– Need of a test before the first actual meeting to check multimedia

settings of personal computer

Web Videconfence: Adobe Acrobat Web Videconfence: Adobe Acrobat ConnectConnect

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Videoconference layoutVideoconference layout

Case Study: Luca BernardiCase Study: Luca Bernardi

• Luca is from Jesi, hometown of Frederick II of Swabia (40 km from Macerata), he is 25 y.o. and he is suffering from Duchenne muscular dystrophy. He can’t walk, he can’t move, he can’t breathe autonomously: he needs a mechanical ventilator to support his lungs, and lives on bed 24 hours a day.

• Luca is enrolled at the Online History Degree Course, and he attends lessons from his computer, next to his bed

• But how to enable Luca to take his exams?...

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Case Study: Luca BernardiCase Study: Luca Bernardi

• Unimc arranged a tailored procedure for his exams:1. He asked for support @ unimc student support office2. E-learning centre has been involved to provide the

necessary technologies3. A protocol has been proposed, defining technologies and

procedures• The online exam takes place by videoconference between

Luca and the teachers• Adobe Acrobat Connect is the selected tool for the online

exam• The physical presence of an UniMC staff member at Luca’s

house to certify the regularity of the exam

4. Technologies and procedures has been approved by all the stakeholders

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Case Study: Luca BernardiCase Study: Luca Bernardi

• http://connect.unimc.it/p36817440/

• http://connect.unimc.it/p52789969/

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Thank Thank you!you!

Lorenzo MauriziInnovation centreUniversity of Macerata Italylorenzo.maurizi@unimc.it